http://ldx.sagepub.com/Journal of Learning Disabilities

http://ldx.sagepub.com/content/45/1/3The online version of this article can be found at:

 DOI: 10.1177/0022219411426860

2012 45: 3J Learn DisabilJuliana M. Taymans and Sagarika Kosaraju

Adult Education Special Issue: Adults With Learning Disabilities inJournal of Learning DisabilitiesIntroduction to the   

Published by:

  Hammill Institute on Disabilities

and

http://www.sagepublications.com

can be found at:Journal of Learning DisabilitiesAdditional services and information for    

  http://ldx.sagepub.com/cgi/alertsEmail Alerts:

 

http://ldx.sagepub.com/subscriptionsSubscriptions:  

http://www.sagepub.com/journalsReprints.navReprints:  

http://www.sagepub.com/journalsPermissions.navPermissions:  

http://ldx.sagepub.com/content/45/1/3.refs.htmlCitations:  

What is This? 

- Jan 20, 2012Version of Record >>

at MEMORIAL UNIV OF NEWFOUNDLAND on August 2, 2014ldx.sagepub.comDownloaded from at MEMORIAL UNIV OF NEWFOUNDLAND on August 2, 2014ldx.sagepub.comDownloaded from

Journal of Learning Disabilities45(1) 3 –4© Hammill Institute on Disabilities 2012Reprints and permission: sagepub.com/journalsPermissions.navDOI: 10.1177/0022219411426860http://journaloflearningdisabilities.sagepub.com

426860 LDX45110.1177/0022219411426860Taymans and KosarajuJournal of Learning Disabilities

Introduction to the Journal of Learning Disabilities Special Issue: Adults With Learning Disabilities in Adult Education

Juliana M. Taymans and Sagarika Kosaraju

In a survey sponsored by the Office of Vocational and Adult Education, 89% of the 1,200 participating federally funded adult education programs reported working with adults with learning disabilities (Tamassia, Lennon, Yamamoto, & Kirsch, 2007). Only 34% of these programs actually evaluated adults for having a learning disability, although a majority of these, 62%, relied on self-reports (Tamassia et al., 2007). When looking at the credentials of the service providers, 5% of the full-time and 12% of the part-time instructors in adult basic education (ABE) programs had special educa-tion certification (Tamassia et al., 2007).

In a 2005 report, Profiles of the Adult Education Target Population, based on information from the 2000 U.S. cen-sus, approximately 40 million adults, or 21% of the adults in the United States, compose the adult education popula-tion (Lasater & Elliott, 2005). These are individuals who are 16 and older and who do not have a high school diploma or equivalent. The Workforce Investment Act (WIA) of 1998 distributes funds to states for ABE programs under Title II of the Adult Education and Family Literacy Act (AEFLA; Lasater & Elliott, 2005; U.S Department of Education, 1999). AEFLA grants at least $250,000 to each of the states in addition to funds based on the ratio of adults between 16 and 60 years of age who meet the requirements for ABE services (Lasater & Elliott, 2005). To collect these funds, each state must submit a State Plan that includes how program activities will assist special populations, such as individuals with disabilities, in that particular state (U.S. Department of Education, 1999). In Section 202 of AEFLA, one of the purposes of the statute is to “assist adults to become literate and obtain the knowledge and skills neces-sary for employment and self-sufficiency” (WIA, 1998). The research on how to accomplish this for adults with learning disabilities is scarce. Educators working in ABE programs need more guidance about successful evidence-based strategies to better serve this population.

The articles in this special issue are based on compre-hensive literature reviews supported by the now defunct National Institute for Literacy (NIFL). NIFL supported research and professional development for adult educators to better equip them to serve individuals with learning dis-abilities attending adult education. This work was initiated

in the 1990s with Bridges to Practice (NIFL, 1999). In 2008, NIFL launched Learning to Achieve, which is com-posed of resources including online and face-to-face pro-fessional development modules and a professional guide describing practical strategies for adult educators working with adults with learning disabilities. The foundation of this initiative is the research base described in the docu-ment Learning to Achieve: A Review of the Research Literature on Serving Adults With Learning Disabilities (Taymans, 2009). The aim of this special issue is to high-light the major findings from these literature reviews and to make specific recommendations about how adult education can better address the needs of adults with learning disabilities.

This special issue begins with an examination of federal regulations as well as professional consensus on the defini-tion of learning disabilities with implications for adult edu-cation programs. Next, H. Lee Swanson reports on a meta-analysis of assessment results of adults with reading disabilities and provides a profile of strengths and needs that can be addressed in literacy interventions. Then, Paul Gerber outlines issues surrounding the impact of learning disabilities on adulthood and the role adult educators can play in helping adults with learning disabilities match their areas of strength to their adult roles. Noel Gregg reports on the research base that can offer guidance on accommoda-tions for adults with learning disabilities, especially the use of technology, and provides a clear description of the types of accommodations available to educators across teaching and testing. Michael Hock explores a wide-ranging research base on effective instructional methods appropri-ate for adults with learning disabilities and extends research on adolescents and college students to the unique instruc-tional arrangements found in adult education. As a whole, this journal issue presents the many facets of working with adults with learning disabilities who seek adult education services in their quest for further education, enhanced lit-eracy skills, and improved employment opportunities.

References

Lasater, B., & Elliott, B. (2005). Profiles of the adult education target population: Information from the 2000 census. Research

at MEMORIAL UNIV OF NEWFOUNDLAND on August 2, 2014ldx.sagepub.comDownloaded from

4 Journal of Learning Disabilities 45(1)

Triangle Park, NC: RTI International. Retrieved from http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/census1.pdf

National Institute for Literacy. (1999). Bridges to practice: A research-based guide for literacy practitioners serving adults with learning disabilities. Washington, DC: National Adult Literacy and Learning Disabilities Center. Retrieved from http://www.eric.ed.gov/PDFS/ED426237.pdf

Tamassia, C., Lennon, M., Yamamoto, K., & Kirsch, I. (2007). Adult education in America: A first look at the results of the adult education programs and learner surveys. Princeton, NJ: Educational Testing Service. Retrieved from http://www.ets.org/Media/Research/pdf/ETSLITERACY_AEPS _Report.pdf

Taymans, J. M. (Ed.). (2009). Learning to achieve: A review of the research literature on serving adults with learning disabilities. Washington, DC: National Institute of Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/L2ALiteratureRe-view09.pdf

U.S. Department of Education, Office of Vocational and Adult Education, Division of Adult Education and Literacy. (1999). Guide for the development of a state plan under Title II—Adult Education and Literacy of the Workforce Investment Act of 1998. Washington, DC: Author. Retrieved from http://www2 .ed.gov/policy/adulted/guid/guidance2000.pdf

Workforce Investment Act, Pub. L. No. 105-220, 112 U.S.C. 936 (1998).

at MEMORIAL UNIV OF NEWFOUNDLAND on August 2, 2014ldx.sagepub.comDownloaded from